Students will name attributes that makes a poem a poem such as rhyming, rhythm, line breaks, repetition and will be able to read the poem with fluency and expression (to include use of line breaks, phrasing)
Lesson
Intended Learning
1:Becoming Familiar with the Genre of Poetry
Start noticing what poetry has in it
2: Becoming Familiar with the Music of Poetry
Practice orally reading poems and listening to the music and rhythm of them
3: Paying Attention to Line Breaks
Using line breaks to know how to read the "ebb and flow" of the poem. Use line breaks to read the "music" of the poem: rhythm.
4: Developing Fluency by Marking Text
Use marks such as / L S to guide how to read the poem aloud.
5: Responding to Poetry
Use a structured response to ask specific question about poetry such as : What did you notice? What questions do you have? Why did you choose this poem?
6: Using Visualization to Understand Poetry
Visualize and sketch what they visualize.
7: Align Visual Images with Poets' Words
Mark with sticky notes to show words/lines that create visual images. (See organizer)
8: Using Specific Words to Visualize
Notice and mark words that create strong images.
9: Exploring Visual Images Through the Genre of Haiku
Mark words & sketch visualized images.
10: Responding to Poetry Through Art
Select a poem, visualize, create artwork, mount the poem with the art.
11: Use Sensory Details to Visualize
Today, when students read poems, ask them to look for places poets ask them to use their senses of hearing, touch, smell, or taste. When they find examples, ask them to bring them to the group to share.
12: Seeing the World in Surprising Ways
Thinking about ordinary objects in new ways: bees inside the pencil sharpener. Ceiling is the sky for the classroom. (analogies)
13: Recognizing Poets' Tools - Repetition
Recognizing repetion in poetry & creating a chart.
Purpose: adds music to poem or emphasizes a main idea.
14: Recognizing Poets' Tools - Pattern
Pay attention to a poem's pattern to hear the music of the poem.
15: Exploring the voice of poetry: odes
Ode: a poem written to or about object, people, or places poets especially love. Note: consider changing independent work time to think about the attributes of an ode: To whom is the poem written? etc.
ang
16: Understanding the Tools of Poetry: Similes
Students find examples of similes: using "as" or "like" to compare. Example: Quiet as a mouse.
17: Understanding the Tools of Poetry: Metaphors
Metaphor is a comparison without using "like" or "as." Example: Clouds are elephants.
18: Understanding the Tools of Poetry: Sustaining a Metaphor
Looking at a metaphor that is continued throughout a poem.
19: Understanding the Tools of Poetry: Personification
Poet pretends an animal or object is a person.
20: Creating Anthologies and Preparing to Perform
Students create an anthology of 10 poems. They will select one to perform as well as one of their own. Note: Plan for anthology in lesson 1:
Students will name attributes that makes a poem a poem and will be able to read the poem with fluency and expression to include tone, phrasing, and expression.
Assessment:
Present a nonfiction paragraph and a poem (similar in length) about the same topic.
Ask, " Which one is a poem? What makes it a poem? Tell me as much as you can."
Now I'm going to give you a poem to read out loud. First read it silently to yourself and think about how it should sound when it is read out loud. (Pause while student reads silently.) Are there any words you don't know? Now read it the way you think this poem should sound.
Notes:
*Appropriate tone (including rate)
*Phrasing (the dimension of the movement of poetry) (/ = short pause; = long pause)
*General expression (prosody) Use voice as a tool. Use proper expression for dialogue.
Poem for comparison:
Three poems for fluency:
High: "Boa Constrictor" by Shel Silverstein (p.44 Where the Sidewalk Ends)
Tone: Lighthearted Phrasing: Stop/pause at the end of each line Expression: "Not read in robot voice." Appropriate intonation.Use of punctuation.
Medium: "For Sale" by Shel Silverstein (p.52 Where the Sidewalk Ends)
Tone: Enunciation. "Commanding" like an auctioneer. Pleading. Phrasing: Stop/pause at the end of each line Expression:"Not read in robot voice." Appropriate intonation.Use of punctuation.
Low Crickets: by Valerie Worth p. 41 all the small poems and fourteen more
Tone: Quiet. "Whispers" Soft. Solemn. Phrasing: Stop/pause at the end of each line. Expression:"Not read in robot voice." Appropriate intonation.Use of punctuation.
Date
Step 1 Collect & Chart Data
Step 2 Analyze Strengths & Obstacles
Step 3 Establish Goals: Set, Review, Revise
Step 4 Select Instructional Strategies
Step 5 Determine Results Indicators
Next Steps
4/27
We defined terms for each of three poems to be used for the pre-assessment.
Revisit rate. Listen to poems and score.
4/20
We wrote the pre-assessment. Select poems and refine. Administer and bring data to the next meeting.
4/13
FIELD TRIP
4/6
Select some possible poems for the pre-assessment. Next time we will analyze them to consider how they will be read.
3/24
Finish intended learnings. Choose essential learnings and write definition of proficiency.
Timeframe: until End of Year
Big Ideas:
Reading
Essential Learning:
Reading poetry with fluency and expression.
Proficiency:
Students will name attributes that makes a poem a poem such as rhyming, rhythm, line breaks, repetition and will be able to read the poem with fluency and expression (to include use of line breaks, phrasing)
Purpose: adds music to poem or emphasizes a main idea.
ang
Archive
Unit 2 Personal Narrative
Unit 4 Nonfiction - All About
Unit 7 Archive
Essential Learning:
Reading poetry with fluency and expression.
Proficiency:
Students will name attributes that makes a poem a poem and will be able to read the poem with fluency and expression to include tone, phrasing, and expression.
Assessment:
Present a nonfiction paragraph and a poem (similar in length) about the same topic.
Ask, " Which one is a poem? What makes it a poem? Tell me as much as you can."
Now I'm going to give you a poem to read out loud. First read it silently to yourself and think about how it should sound when it is read out loud. (Pause while student reads silently.) Are there any words you don't know? Now read it the way you think this poem should sound.
Notes:
*Appropriate tone (including rate)
*Phrasing (the dimension of the movement of poetry) (/ = short pause; = long pause)
*General expression (prosody) Use voice as a tool. Use proper expression for dialogue.
Poem for comparison:
Three poems for fluency:
High: "Boa Constrictor" by Shel Silverstein (p.44 Where the Sidewalk Ends)
Tone: Lighthearted
Phrasing: Stop/pause at the end of each line
Expression: "Not read in robot voice." Appropriate intonation. Use of punctuation.
Medium: "For Sale" by Shel Silverstein (p.52 Where the Sidewalk Ends)
Tone: Enunciation. "Commanding" like an auctioneer. Pleading.
Phrasing: Stop/pause at the end of each line
Expression: "Not read in robot voice." Appropriate intonation. Use of punctuation.
Low Crickets: by Valerie Worth p. 41 all the small poems and fourteen more
Tone: Quiet. "Whispers" Soft. Solemn.
Phrasing: Stop/pause at the end of each line.
Expression: "Not read in robot voice." Appropriate intonation. Use of punctuation.
Collect & Chart Data
Analyze Strengths
& Obstacles
Establish Goals:
Set, Review, Revise
Select
Instructional Strategies
Determine
Results Indicators